How to Think like a Programmer

Yesterday was our second Code Club meeting, our second Hour of Code, if you will. It went well. Kids did great. It’s incredible, actually, how much we got accomplished.  I have to remember that, because I want even more and I think the students’ expectations are at least as high as mine.

I had been thinking about what I wanted to introduce this week since Code Club ended last week. What could I introduce at this point that was relevant to where they are in this journey? Too soon to talk about initial conditions.  They’re not ready for elements of game design (although a number of them would tell you otherwise). Explaining what an algorithm is was a definite possibility, but I needed some guidance. So I looked through the Computing at School Primary Guide for some help.

The guide explains how primary teachers can get started with the new curriculum and provides many pointers to excellent resources and ideas for building an innovative and exciting curriculum.

I recommend checking out CAS (Computing as School) for anyone interested in teaching computer science in elementary grades. From there I developed my topic for week 2:  Think like a Programmer  with two key points.  The first is that computer language is different from human language.  The second point is that to think like a computer programmer you need to know how to do 3 things: 1) how write clear algorithms, 2) how to debug, and 3) how to test your program.  I tell you, when I opened with, “Today I’m going to tell you how to think like a programmer”,  I got 100% attention from a whole bunch of my coders.  I think they even forgot about their goldfish crackers and apple slices for a minute. It was like I was revealing some mystery of life.

felixherbert_screenshot

Felix-and-Herbert – first project from Code Club

I only talked for 10 minutes because I wanted them to have a good 45-50 minutes to tackle our first learning project from Code Club: Felix and Herbert.  I had a printed project packet for each student.  They were to go through the project step by step as best they could.  This is a creative bunch and many whined a bit about having to follow the directions precisely.  I told them these projects would show them how to do things they might want to include in their own programs later.  For a while I wasn’t sure anyone was going to even finish the project. I didn’t print the projects in color so we spent a good bit of time figuring out under which menu button each code block was. Some things were a bit different in our version. Also saving the project can be an issue in our network set up. But it was all productive learning.

scratch menu

Scratch 1.4 menu – color coded

I had a former student email me with an interest in helping out with code club.  I remember when he was in elementary school here.  He was in the chess club I ran back then and I believe he wrote a persuasive essay in 5th grade about why our school needed more, and better, computers. He’s a high school senior now and at least a head taller than me (I’m only slightly taller than a 4th grader). When I introduced him to the students their comment back to me was, “no offense Mrs. Pollard, but you’re old.”  Well, yes I am. He was a great help with the students even though he didn’t know the programming language Scratch.  With three of us, my former student, the snack-bringing parent who stayed and helped, and myself, we managed to field most issues and a number of the students actually finished the project.  Some were even able to spend a minute customizing it.  Some didn’t quite finish.  A couple of students wanted to take the packet home.

The end of Code Club came so quickly, I didn’t have time to check-in with each student.  A downside of having such a large group and wanting to accomplish so much.

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4 thoughts on “How to Think like a Programmer

  1. Pingback: Something Strange in the Neighborhood | My Code Club Journal
  2. Pingback: A New Plan | My Code Club Journal
  3. Pingback: A New Start | My Code Club Journal
  4. Pingback: Catch ’em | My Code Club Journal

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